Children's thinking about diversity of belief in the early school years: judgments of relativism, tolerance, and disagreeing persons   总被引：2，自引：0，他引：2  

Wainryb C  Shaw LA  Langley M  Cottam K  Lewis R 《Child development》2004,75(3):687-703

Children's thinking about diversity of belief in 4 realms--morality, taste, facts, and ambiguous facts--was examined. Ninety-six participants (ages 5, 7, and 9) were interviewed about beliefs different from their own that were endorsed by characters with different status; their judgments of relativism, tolerance, and disagreeing persons were assessed. Five-year-olds made fewer relative and tolerant judgments than 7- and 9-year-olds. Nevertheless, participants of all ages organized their judgments according to the realm of diversity, thought that some beliefs are relative and some are nonrelative, and made tolerant judgments of some divergent beliefs (and their proponents) but not of others. The findings suggest that, in the early school years, children have multiple and well-differentiated perspectives on belief diversity.  相似文献   

Identification of Threshold Concepts for Biochemistry     

Jennifer Loertscher  David Green  Jennifer E. Lewis  Sara Lin  Vicky Minderhout 《CBE life sciences education》2014,13(3):516-528

Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed.  相似文献   

Associations and indirect effects between LEGO® construction and mathematics performance     

Emily McDougal  Priya Silverstein  Oscar Treleaven  Lewis Jerrom  Katie A. Gilligan-Lee  Camilla Gilmore  Emily K. Farran 《Child development》2023,94(5):1381-1397

There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7–9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement.  相似文献   

Beyond the “STEM Pipeline”: Expertise,Careers, and Lifelong Learning     

Skrentny  John D.  Lewis  Kevin 《Minerva》2022,60(1):1-28

Minerva - Studies of education and careers in science, technology, engineering, and math (STEM) commonly use a pipeline metaphor to conceptualize forward movement and persistence. However, the...  相似文献   

From Flavr Savr Tomatoes to Stem Cell Therapy: Young People’s Understandings of Gene Technology, 15 Years on     

Jenny Lewis 《Science & Education》2014,23(2):361-379

This paper explores knowledge and understanding of basic genetics and gene technologies in school students who have been taught to a ‘science for all’ National Curriculum and compares 482 students in 1995 (gene technology was a new and rapidly developing area of science with potential to impact on everyday life; the first cohort of students had been taught to the National Curriculum for Science) with 154 students in 2011 (genomics had replaced gene technology as a rapidly developing area of science with potential to impact on everyday life; science as a core subject within the National Curriculum was well established). These studies used the same questions, with the same age group (14–16) across the same (full) ability range; in addition the 2011 sample were asked about stem cells, stem cell technology and epigenetics. Students in 2011 showed: better knowledge of basic genetics but continuing difficulty in developing coherent explanatory frameworks; a good understanding of the nature of stem cells but no understanding of the process by which such cells become specialised; better understanding of different genetic technologies but also a wider range of misunderstandings and confusions (both between different genetic technologies and with other biological processes); continuing difficulty in evaluating potential veracity of short ‘news’ items but greater awareness of ethical issues and the range of factors (including knowledge of genetics) which could be drawn on when justifying a view or coming to a decision. Implications for a ‘science for all’ curriculum are considered.  相似文献   

The OECD,PISA and educational governance: a call to critical engagement     

Steven Lewis 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):317-327

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‘Why am I putting myself through this?’ Women football coaches’ experiences of the Football Association's coach education process     

Colin J. Lewis  Simon J. Roberts  Hazel Andrews 《Sport, Education and Society》2018,23(1):28-39

In recent years, there has been a significant increase in the provision of formal coach education. However, research has repeatedly demonstrated how coach education has had a limited impact on the learning and development of coach practitioners. To date however, these investigations have avoided female coach populations. Ten women football coaches who had recently completed various association football coach education courses participated in this study. Following the interpretive analysis of 10 semi-structured interviews the findings revealed high levels of gender discrimination and inappropriate cultural practice. The women's experiences are discussed in line with the Bourdieuian notions of social acceptance, symbolic language and power. The women coaches provided a number of recommendations for future coach education provision, which in turn, may help to improve the experiences for those women who participate in the coach education process.  相似文献   

Kinematic analysis of the shot-put: A method of assessing the mechanical work of the hand action force     

Mounir Landolsi  Lazhar Labiadh  Fayçal Zarrouk  Khaled Maaref  Slaheddine Ghannouchi  Zouhair Tabka 《European Journal of Sport Science》2018,18(9):1208-1216

The aims of this study were to (1) propose a method for evaluating shot-putters mechanical power, (2) investigate the relationship between mechanical work of hand action force (W_HAF), peak power output (PPO) of different limbs and shot-put performance and (3) show which of these two parameters (W_HAF, PPO) were the most appropriate to characterize the explosive abilities of the shot-putter. Twelve junior right-handed shot-putters, practised glide technique shot-put throwers (personal best?=?13.57 ± 1.72 m), participated in this study. Arm and leg force-velocity tests were performed to measure PPO. Kinematic analysis was conducted during a shot-putting event in regular conditions to quantify the W_HAF at the release moment and shot-put performance. Significant correlations were found between absolute arm and leg PPO with upper and lower muscle volumes (r?=?.67; p?=?.03; r?=?.76; p?=?.01; r?=?.74, p?=?.01; r?=?.65, p?=?.04). Positive relationships were recorded between absolute arm and leg PPO and shot-put performance (r?=?.67, p?=?.02; r?=?.81, p?=?.004, respectively). Shot-put performance was also closely related to the W_HAF (r?=?.93, p?=?.0001) and release velocity parameter (r?=?.86, p?=?.001). The present results confirm that force-velocity test and W_HAF constitute useful tools for assessing mechanical power in throwing. The W_HAF could be considered as more suitable than force-velocity test.  相似文献   

Some reflections on advice giving     

Brian Lewis 《Performance Improvement》1974,13(7):9-11

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Training and Technological Change: Case Evidence from the Printing Industry     

Theodore Lewis 《Performance Improvement Quarterly》1996,9(4):37-56

This article examines the connection between training and technological change by looking at the printing industry through the experiences of six companies. The study revealed that these companies hold training to be strategic, not just peripheral. They invest heavily in the retraining of workers, using a multiplicity of strategies, including training by equipment manufacturers, OJT, peer tutoring, teamwork, customized training at vocational colleges, and tuition reimbursement. The study adds an empirical dimension to what is largely a rhetorical literature on the connection between technological change, training, and competitiveness.  相似文献